Learning English with CBCListening Lessons for Intermediate StudentsBased on CBC Manitoba Radio Broadcasts

October 30, 2008Lesson 31: Teacher’s EditionLevel: Benchmark 5 and up

Topic: Staying Healthy: The Zimbabwe Hand JiveLanguage Skills and Functions: Listening – listening to a short interview for main

ideas, details and inference Speaking – participating in a group discussion; expressing opinions; comparing likes and dislikesReading – reading a text for information; scanning a chart for information; researching websitesWriting - making notes; summarizing a text; writing recommendations

Language competencies: Vocabulary, Pronunciation, Listening and Speaking Strategies, Sociocultural/sociolinguistic Competence

Language Tasks: Participating in a discussion and expressing an opinion on the topic of healthy living

Listening to an interview with a dietician for detail and inference

Comparing likes and dislikes about ways to exercise

Using food idioms in context

Summarizing a text about the Zimbabwe Hand Jive

Scanning a chart from the Canada Food Guide for relevant information

Reading a text on diabetes for information and detail

Researching three Healthy Living Websites and making recommendations on how Manitoba’s could be improved

Essential Skills: Writing, reading text, using a computer, working with others, thinking skills, oral communication

Worksheets1: 1. Listening for Detail and Inference2. Using Food Idioms in Context3. Writing a Summary of a Text about the Zimbabwe Hand Jive4. Completing a Chart Using Information from Canada’s Food Guide5. Reading a Text on Diabetes and Answering T/F Questions6. Researching Healthy Living Websites and Writing Recommendations

Appendices: Transcript of the podcastThe Zimbabwe Hand JiveType 2 Diabetes – Who’s at Risk? What are the Symptoms?

1 Answers to worksheets are in the self-study version of the lesson plan.

Manitoba Memo

Chronic diseases affect thousands of Manitobans. Some examples of chronic diseases are type 2 diabetes, heart disease, kidney disease, lung disease and some cancers. They’re called chronic diseases because once they begin, they continue throughout a person’s lifetime. They cannot be cured.

More and more people are developing chronic diseases. Health experts believe the increase can be partly explained by how we live and by the environment in which we live. Increased rates of obesity, unhealthy eating practices, decreasing rates of physical activity and smoking all contribute to the development of chronic diseases.

At one time, chronic diseases primarily occurred in adults. But now they are also occurring in children and adolescents. In fact, some experts are predicting that if trends continue, the current generation of young people will not live as long as their parents.

In the next 15 years, the Canadian Diabetes Association predicts that the incidence of type 2 diabetes among children will increase by 50 percent. The population groups at greatest risk to develop the disease are the children of First Nations, African, Hispanic and Asian descent. Children who are obese are also high risk.

But there is some good news. Simple lifestyle changes like eating healthy foods, limiting food portion sizes, watching your weight and waistline, being physically active and stopping smoking can significantly reduce your risk of developing diabetes or other chronic diseases. If you are already living with a chronic disease, these same lifestyle changes will keep you healthier.

Note to teachers: The province of Manitoba produced a Healthy Living Guide in the spring of 2008 which has good supporting materials for this lesson. If you would like copies of this guide for your class, please email me: rchambers@mts.net. Please write Healthy Living Guide on the subject line of your email and let me know how many copies you need and where you would like them sent. If you would like to view the guide first, go to: http://www.gov.mb.ca/healthylivingguide/index.html

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Pre-listening activities

1. Discuss these questions as a class (or give one question to four groups of students to discuss and ask them to report back)

Are eating habits (what you eat, when you eat, how much you eat) in your country are different from those in Manitoba? How are they different? Who do you think eats more healthily?

What about exercise habits? Do you get more regular exercise living in Manitoba than you did in your country, or do you get less exercise living here? What are the reasons why you get more/less exercise?

Where is the rate of smoking higher? Do you think more people in your country smoke or do you think more Manitobans smoke? Why do you think that’s the case?

Does your country have campaigns to encourage people to eat better, be more physically active and quit smoking? What kinds of messages are these campaigns trying to get across? Do you think these campaigns are successful?

2. Vocabulary

Elicit or present key vocabulary that students need to understand prior to listening to the podcast (see suggested vocabulary and explanations which follow). You can write the words on the board and elicit possible meanings from the class or break students into groups and give each group a few words to review. Groups can then present the vocabulary to the rest of the class. You can also ask students to mark the syllables and stress for each word, identify word families and practise pronouncing the words. You may want to ask students to think of sentences which use the new vocabulary. If your students keep a vocabulary journal, they can copy the vocabulary into their journal.

Vocabulary

Zimbabwe Hand Jive A method of estimating how much food you should eat. You use your hands as a guide to tell you how much to eat from each food group.

dietician A dietitian is a health professional who has a Bachelor's degree and specializes in foods and nutrition.

measuring tools Measuring tools for food include cups, spoons and scales. They may be in metric measurement (mL’s, litres, kilograms) or in imperial measurement (cup, teaspoon, pint, pounds).

oh jeez (geez) An informal expression used to express surprise, anger or annoyance. For example, “Oh jeez, I put salt in the cake instead of sugar. Now it’s ruined!”

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Canadian Diabetes Association The Canadian Diabetes Association is a charitable organization with branches in more than 150 communities across the Canada. Its mandate is to promote the health of Canadians through diabetes research, education, service and advocacy.

visual representation A visual representation is something you can actually see. Being able to see it helps you remember it.

portion size The amount of food eaten at a meal by one person.

starches Starches are the carbohydrates in food. They provide your body with energy and are found in such foods as couscous, rice, potatoes and pasta.

equivalent If something is equivalent to something else, it has the same value or is the same amount.

physician Another word for a medical doctor.

eyeball it An expression which means to estimate or guess by looking closely at something. For example, if you don’t have a scale, you might eyeball a turkey to guess how big it is and how long it will take to cook it.

diabetes2 Your body gets energy by making glucose from foods like bread, potatoes, rice, pasta, milk and fruit. To use this glucose (sugar), your body needs insulin. Insulin is a hormone that helps your body control the level of glucose in your blood.

If you have type 1 diabetes, your pancreas does not produce insulin and you need to inject insulin into your body. Most people with type 1 diabetes are diagnosed before the age of 30. It is not preventable.

If you have type 2 diabetes, your pancreas does not produce enough insulin or it doesn’t properly use the insulin it makes. With the help of your doctor, you can manage type 2 diabetes by monitoring the glucose level in your bloodstream. This means living a healthy lifestyle and taking diabetes medications if your doctor recommends them. Healthy meals and snacks, watching your waistline and exercising regularly can prevent the development of type 2 diabetes.

A third type of diabetes, gestational diabetes, is a temporary condition that occurs during pregnancy. It means that both mother and child are at risk of developing diabetes.

If it is not continually managed, diabetes can lead to very severe complications and death.

2 From the Canadian Diabetes Association website: http://www.diabetes.ca/

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3. Predict what the podcast is about

In this story, Terry MacLeod interviews a nutritionist. Tell students that most of the interview is about three things:

food portionshandsmeasuring tool

Based on these phrases and the vocabulary you have discussed as a class, ask students to predict what the interview might be about. Here are a few examples of ways they could start their sentences.

I think it might be about ….I wonder if it’s about …Maybe it’s about…Quite possibly it is about.............Do you think it could be about…I have no idea what it’s about.

While-listening activities

1. Introduce the podcast

Tell students that in this podcast, they will hear several speakers. They will hear:

Marcy Markusa – introduction and hostTerry MacLeod – CBC interviewerPhyllis Reid-Jarvis – Dietician

Play the podcast for the first time.

2. Listen for detail and inference

Ask students to work with a partner. Hand out Worksheet 1. Ask students to read the questions, then listen for information to help them with the answers.

Take up the answers as a class.

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Post-listening activities

1. Review pre-listening predictions

Ask students to quickly review their pre-listening predictions. Were they able to predict what the interview was about?

2. Compare exercise likes and dislikes

Ask students to make a list of up to 10 ways to be active and get exercise. They should include things that they themselves like to do.

Ask students to circulate around the classroom to compare items from their list with other student’s lists (verbally) using one of the following phrases which you have written on the board:

a lot more than a lot less thanconsiderably more than considerably less thansomewhat more than somewhat less thanmore than less than

Review a few examples with students before they begin.

I like playing soccer a lot more than I like playing hockey.I like to dance somewhat less than I like to walk.I like to play outside with my kids more than I like to go to they gym.

3. Using food idioms in context

Tell students that there are many food idioms used in everyday conversation. Have students work with a partner to complete Worksheet 2.

Take up the answers as a class.

Extension activities

1. Summarize a text about the Zimbabwe Hand Jive

Have students work in with a partner or in small groups. Provide students with copies of Appendix 2 and Worksheet 3. Tell students that they are going to work together to read and summarize information about the history of the Zimbabwe Hand Jive and how it works. The summary should be written so that other English language learners at their level would be able to understand what the tool is all about.

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Suggest students follow these steps for this task.

First, read the text. Students can use an English language learner’s dictionary to assist with vocabulary. Remind students they do not need to understand every word. Their task is to summarize the main point of each section.

Second, underline or highlight key words or phrases in the text which should be part of the summary.

Third, do a first draft of the summary. Fourth, trade their summary with another pair/group. Read each other’s

summaries and make suggestions to improve content and clarity. Finally, write a final draft.

Students can read their summaries aloud to the class and/or you can collect and mark them.

2. Scan a chart from Canada’s Food Guide

Have students work individually or with a partner. Each student will complete their personal chart on Worksheet 4.

3. Read for detail: Who’s at risk to develop diabetes? What are the symptoms?

Ask students to work with a partner. Provide students with Appendix 3 and Worksheet 5. Review the instructions with the class.

Take up the answers as a class.

4. Access website information and write recommendations to improve the Manitoba Healthy Living website

The Manitoba Department of Healthy Living is thinking about redesigning their website. One of the objectives is to make information about staying healthy and preventing chronic disease easy for all Manitobans to find. Another objective is to provide information that newcomers to Manitoba will find helpful and easy to use.

Ask students to work in groups. Using Worksheet 6 as a guide, their task is to provide the Department with input. What would they like to see on the website? What kind of information would be helpful to them and their families? Should the website be interactive? Do pictures speak louder than words?

Attention teachers: This is a real life task! You can send your student’s ideas and suggestions to rchambers@mts.net (email subject line: Healthy Living Website). Or you can email me and I will provide a mailing address. I will forward the ideas to the department to include in their review.

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Want to know more…

To learn more about Canada’s Food Guide, go to:http://www.hc-sc.gc.ca/fn-an/food-guide-aliment/index-eng.php. The Guide is available on-line in English, French, Arabic, Chinese (simplified), Farsi (Persian), Korean, Punjabi, Russian, Spanish, Tagalog, Tamil and Urdu. You can also order a copy and it will be mailed to you.

The Canadian Diabetes Association website is:http://www.diabetes.ca/

The Manitoba Healthy Living website is:http://www.gov.mb.ca/healthyliving/

The CBC Get Moving Manitoba website is:http://www.cbc.ca/manitoba/features/getmoving/

For ideas about getting active, go to:http://www.manitobainmotion.ca/https://www.movingaroundmanitoba.ca/

This B.C. site has links to healthy living materials in different languages and some curriculum resources for teachers:http://www.amssa.org/healthyliving/overview.html

(Note: CBC does not endorse and is not responsible for the content of external websites)

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Worksheet 1: Listen for Detail and Inference

Read the questions on the Worksheet before you listen to the podcast again so you will know what to listen for. Reading the questions in advance may also give you clues which will help you better understand the interview.

1. In what country was the technique of using your hands to measure food portions developed?

a) New Zealandb) Canadac) Zimbabwe

2. What are two main advantages of using your hands to measure food portions?

_________________________________________________________________

_________________________________________________________________

Listen for inference:

3. What does Phyllis Reid-Jarvis mean when she suggests you eyeball the size of the portions of food you put on your plate?

_________________________________________________________________

_________________________________________________________________

4. Can you think of other situations where you might “eyeball something” to determine what size it is instead of measuring or weighing it?

_________________________________________________________________

_________________________________________________________________

5. Why do you think the Zimbabwe Hand Jive was useful to Dr. Mawji when he was treating diabetes patients in rural Zimbabwe?

_________________________________________________________________

_________________________________________________________________

6. Why do you think it was named the Zimbabwe Hand Jive?

_________________________________________________________________

_________________________________________________________________

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Worksheet 2: Use Food Idioms in Context

The English language uses many idioms, including idioms about food. For example, the interview you just listened to is a regular feature on CBC Manitoba called “Food for Thought.” This expression doesn’t actually have anything to do with eating. “Food for thought” means that what you are hearing or what you are reading about is making you think. In other words, the ideas feed your thoughts and make you think more about a topic.

The following sentences contain idioms (in bold) related to food. You may hear them in the media, in the workplace or in casual conversation. Can you match the idiom from the sentence with its meaning? Watch for context clues. The first one is completed for you.

Sentence Meaning1 Don’t spend a lot of time getting to know him. He’s a bad egg. b2 That assignment was a piece of cake. It was so simple I was

done in 10 minutes.3 I really like my new boss. She doesn’t get upset or angry. She’s

as cool as a cucumber.4 Don’t put all your eggs in one basket. Send your resume out

to several different companies.5 I’m not going to volunteer to be on the social committee at work.

It’s just not my cup of tea.6 If the price of oil keeps going up, we’ll be out of business. It’s a

bread and butter issue for our company.7 We got the new resumes in our department first. That means we

can cherry pick the best candidates for the job.8 I don’t know why he’s so cranky. We’ve all been walking on

eggshells whenever we have to go near him.9 I got a raise as well as a car allowance. Who says you can’t

have your cake and eat it too?

Meanings

a. to be calm under pressureb. someone who gets into trouble and should be avoidedc. something you enjoy doingd. put all of your energy or money in one placee. very easy to dof. to try not to upset something or someoneg. a basic issue or need, something you can’t do withouth. choose the best of the bunchi. to get everything you wish for

Think about idioms in your language. What are some idioms that use words related to food?

___________________________________________________________________________

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Worksheet 3: Write a Summary of the Main Ideas

Often we need to summarize and simplify information we receive. Sometimes this is to help us remember the information. Other times it is so we can tell someone else what we have learned or heard.

Your task is to summarize the information in Appendix 2 about the Zimbabwe Hand Jive. You want your summary to be easy for students from another EAL class to understand. Use the form below to help you write your summary and follow these steps:

First, read the text. You do not need to understand every word to summarize. Second, underline or highlight key words or phrases in the text. Third, do a first draft of the summary. Fourth, trade your summary with another pair/group. Read each other’s summaries

and make suggestions to improve content and clarity. Finally, write a final draft of your summary.

Section Summary 1 (Example)

Dr. Mawji is a doctor in Zimbabwe. He wants to help patients with diabetes but he faces many challenges. Many of his patients live in the bush and cannot read.

2

3

4

5

6 (Give one example of how the hands are used to measure food portions)

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Worksheet 4: Scan a Chart from Canada’s Food Guide

Often we need to scan charts to find the information we need. The following information is taken from Canada’s Food Guide. Scan the chart to find out the recommended number of food guide servings per day for you. Hint: Find your age group and gender group across the top of the chart first, and read down.

Food Group Females14 – 18

Males14 - 18

Females19 - 50

Males19 - 50

Females51+

Males51+

Vegetables and Fruit

7 8 7-8 8-10 7 7

Grain products

6 7 6-7 8 6 7

Milk and Alternatives

3-4 3-4 2 2 3 3

Meat and Alternatives

2 3 2 3 2 3

Oils and fats, all age groups: 30 – 45 mL or 2 to 3 tablespoons.

Now complete your own personal chart:

I am a ____ year old _________ (male/female). According to Canada’s Food Guide, I should eat the following number of servings from each food group every day:

Food Group # of servings per dayVegetables and FruitGrain productsMilk and AlternativesMeat and AlternativesOils and fats

To learn more about Canada’s Food Guide, you can go to:http://www.hc-sc.gc.ca/fn-an/food-guide-aliment/index-eng.php. The Guide is available on-line in English, French, Arabic, Chinese (simplified), Farsi (Persian), Korean, Punjabi, Russian, Spanish, Tagalog, Tamil and Urdu. You can also order a copy and it will be mailed to you.

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Worksheet 5: Read a text for information and detail

In your group, read the fact sheet about diabetes (Appendix 3). Then answer the true and false questions below.

Question True or False

1 Low blood pressure is a risk factor for type 2 diabetes. F

2 You are more likely to develop type 2 diabetes if your cousin has it.

3 Newcomers who come from Asian, Hispanic or African countries have a low risk of developing type 2 diabetes.

4 If you are overweight you are at risk for type 2 diabetes, especially if you carry your weight around your middle.

5 Giving birth puts you at risk for type 2 diabetes only if you had gestational diabetes during your pregnancy.

6 It is very important to treat and manage type 2 diabetes. If it isn’t treated it can lead to very serious health complications.

7 Everyone with type 2 diabetes has symptoms.

8 If you have any symptoms of diabetes, you should talk to your doctor.

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Worksheet 6: Research Healthy Living Websites and Write Recommendations

What would you like to see on the Manitoba Government’s Healthy Living website? What kind of information would be helpful to you, your family and to other newcomers to Manitoba? What’s the best way to present the information? With your group, check out the following websites to get started and get some ideas.

1. Manitoba’s current Healthy Living website: http://www.gov.mb.ca/healthyliving/

What do you like about this site?

What don’t you like about this site?

Does it look like it is easy to find information on this site?

2. The BC government’s Healthy Living website: http://www.actnowbc.ca/

What do you like about this site?

What don’t you like about this site?

Does it look like it is easy to find information on this site?

3. Scotland’s Healthy Living website: http://www.takelifeon.co.uk/

What do you like about this site?

What don’t you like about this site?

Does it look like it is easy to find information on this site?

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Recommendations for Improving the Manitoba Healthy Living Website

What would you like to see more of on the Manitoba website? (For example, what topics would be most helpful? Do you like music, graphics, photos, and interactive quizzes? Should the text be simple and short? Should there be information in other languages) You can make your suggestions in point form.

What would you like to see less of on the Manitoba website?

What do you think would make the Manitoba website more useful to newcomers and their families?

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Appendix 1: Transcript

October 30, 2008 Speaker Podcast Line

Marcy Hi I'm Marcy Markusa and you're listening to Learning English

with CBC.  Well, have you ever heard of the Zimbabwe Hand

Jive? No it’s not a dance, it’s actually a unique and easy way to

think about how much food you need to eat from each food group.

Terry MacLeod interviews dietician Phyllis Reid-Jarvis to see how

it works.

5

Terry Today on Food For Thought, how your hands can tell you just

how much you need to eat. Phyllis Reid Jarvis is here to explain

this puzzle. She’s a registered dietician in Winnipeg. Good

morning Phyllis. 10

Phyllis Good morning.

Terry Now I have a lot of measuring tools in my kitchen. You should

see them. Why would I wanna use my hands?

Phyllis Well Terry, the hands are always with you. You’ve never heard

anyone say, “oh geez, I forgot my hands today.” No, it’s just

impossible and so they actually are the right size for you and

that’s also another wonderful feature to using your hands as your

measuring tool.

15

Terry But how do I use them as my measuring tool?

Phyllis This ah, this this physician, his name is Dr. Mawji, from

Zimbabwe, actually came up with this ah idea. And the Canadian

Diabetes Association uses these visual representations of our

hands to help individuals learn how to measure portion sizes.

20

Phyllis All the hands, the sizes are different and if you essentially ah

make a fist that would be equivalent to about a cup of starches for

you. My fist would be about a cup of starch for me, because it‘s

very appropriate to my body size.

25

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Terry Yes, so then say I my I’m making a fist now, so that’s the

equivalent of a cup of starch. How much of that am I eating in the

course of a day? 30

Phyllis What this physician did way back then, and we do with our clients,

is to show them, you need about six of those sizes throughout the

day, or three of those sizes because half of your fist is considered

to be one serving of starch, so a whole fist would be two servings

of starch, so you need about three throughout the day. So each

time you sit down to eat, it could be rice, or potato or pasta etc,

you just make a full fist and you just quickly eyeball it and you get

an idea if, you know, you’re a little bit above, or below or if you’re

right on to about a cup.

35

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Appendix 2: Background on the Zimbabwe Hand Jive

#1 Dr. Kazzim G.D. Mawji practises in Zimbabwe. Many of his patients live in the bush and are illiterate. Both physical resources and time are scarce, and printed materials often are of no use. Morbidity and mortality due to diabetes are high.

#2 In an attempt to address these challenges, Dr. Mawji wanted to make education practical and accessible to his population. He developed a teaching method based on a tool readily available to virtually every patient - their own hands. Through this method, the hands are used both as a memory device and as a measuring tool to help people remember diabetes tasks and implement their meal plans.

#3 When the hands are used as a memory device for diabetes teaching, each finger represents an important self-care activity. For example, the ring finger of the right hand is the "insulin finger." Touching it each morning helps patients remember to take their recommended insulin dose.

#4 The hands are also used as a visible point of reference for estimating food portions. For example, a closed fist is the size of the standard starch portion. It is always readily available to compare to the amount of food served.

#5 This teaching tool met Dr. Mawji's requirements of having little or no cost and freeing people of any dependence on written materials. As a memory device, the hands have the great advantage of always being available. As a measuring device, they are personalized to the extent that larger people have larger hands and smaller ones have smaller hands.

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#6 How the Zimbabwe Hand Jive Works

When planning a meal, use the following portion sizes as a guide.1. Grains, starches and fruits: Choose an amount the size of your fist.

2. Vegetables: Choose as much as you can hold in two open hands for vegetables.

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3. Meat and alternatives: Choose an amount up to the size of your palm and the thickness of your little finger.

4. Fats: Limit fat to an amount the size of the tip of your thumb.

5. Milk and Alternatives: Drink up to 250ml (8 0z) low fat milk or soy milk with a meal.

Sources: http://journal.diabetes.org/diabetesspectrum/99v12n3/Pg185.htm

http://www.diabetes.ca/Files/plan%20your%20portions.pdf

Appendix 3: Who is at Risk for Type 2 Diabetes? What are the symptoms?

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If you are age 40 or over, you are at risk for type 2 diabetes and should be tested at least every three years. If you have any of the risk factors for diabetes, your doctor may test you more often than every three years.

Some of the risk factors for diabetes include:

You have a parent, brother or sister with the disease You belong to a high risk group (diabetes occurs more often in people of Aboriginal,

Hispanic, South Asian, Asian or African descent)

You gave birth to a baby weighing more than 4 kg (9lbs)

You had gestational diabetes

You have high blood pressure

You have high cholesterol

You are overweight and carry most of your weight around your middle

It is important to be tested for type 2 diabetes if you are at risk. Left untreated or improperly managed, diabetes can result in a variety of complications, including:

Heart disease Kidney disease Eye disease Problems with erection (impotence) Nerve damage

What are the symptoms?

Signs and symptoms of diabetes include the following:

Unusual thirst Frequent urination Weight change (gain or loss) Extreme fatigue or lack of energy Blurred vision Frequent or recurring infections Cuts and bruises that are slow to heal Tingling or numbness in hands or feet Trouble getting and maintaining an erection

It is important to recognize, however, that many people who have type 2 diabetes have no visible symptoms. If you have symptoms or are concerned about your diabetes risk, talk to your doctor. The sooner you are diagnosed, the sooner you can take action to stay well.

Source: http://www.diabetes.ca/Files/are-you-at-risk.pdf

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